Dumont High School Physical Education Curriculum

Transcription

1 Dumont High School Physical Education Curriculum Junior Physical Education OVERVIEW Physical Education at the eleventh-grade level is a three marking period course that introduces students to concepts and information that promote healthy lifestyle choices. Students will receive the knowledge, skill, and practical critical thinking application to enable them to participate in life-long healthy and physically active lifestyles throughout their adult lives. In addition, our physical education program contributes to the school-wide goal of developing responsible citizens who will be active and productive participants in our democratic society as adults. To these ends, all students will engage in a wide range of meaningful activities that promote optimum physical, mental, emotional and social development. These activities are designed to support the goals of this curriculum and empower students to use critical thinking and problem solving skills throughout life. July 2017 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

2 Table of Contents 1. Grading Philosophy, Course Requirements and Expectations 2. Content by Marking Period 3. Games 4. Weight Training 5. Aerobics 6. Fitnessgram

3 GRADING PHILOSOPHY The department recognizes that students enter our program with a wide variety of physical abilities. Therefore students will be evaluated according to their level of individual improvement during each activity. A test will be used to assess levels of physical fitness. No student will receive a failing grade on this standardized test if, in the opinion of the teacher, sufficient effort is exhibited. The department expects that all students will participate daily to the best of their abilities and qualify for a grade of B. Students who exhibit better than average skill levels and content knowledge will be graded accordingly. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work in physical education and health. A grade of D or better for the entire year is necessary. The following criteria, which focuses on preparation, participation, cooperation and effort rather than athletic ability will be used to determine grades: A. Participation/Preparation 50% of the quarterly grade The teacher will evaluate each student s active participation and appropriate preparation for an activity. If a student refuses to participate in an activity the teacher will record it as an NP for that day. Each NP will lower this portion of the grade by 3 points. If a student is unprepared for an activity the teacher will record it as a UP for that day. A student will be considered prepared for an activity if he/she is wearing sneakers, socks, and changes into the appropriate gym clothing e.g. athletic pants/shorts, athletic shirt or sweat shirt. He/she will be considered unprepared if he/she is wearing the clothing he/she wore to school. Each unprepared will lower the grade by 3 points. Four unprepareds will result in a failure for the marking period. B. Effort and Cooperation 25% of the quarterly grade The teacher will evaluate the student s attitude, effort and willingness to try during each activity. If a student exhibits serious disruptive behavior (disrespect for the teacher, abuse for school property, disregard for safety or endangering the well being of others) it will be considered that the student is uncooperative and the teacher will record it as a UC for that day. Three UC s will lower this portion of the mark by one grade.

4 C. Skills 25% of the quarterly grade 1. Practical and/or written tests may be given when appropriate for an activity. (testing) 2. The student will demonstrate basic skills of an activity in a game situation. (performance/effort) 3. The teacher will evaluate the student on how well he/she can effectively use what has been taught. 4. The teacher will evaluate the extent a student improves his/her individual skills. (performance/effort) D. Final Examination Weight Final examination will count as follows: Full Year Course Quarter 1 Quarter 2 Quarter 3 Quarter 4 Final Exam Weighting 22.5% of final grade 22.5% of final grade 22.5% of final grade 22.5% of final grade 10% of final grade Any work missed when the student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to request special arrangements with the teacher. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help.

5 Content by Marking Period Marking Period One Health (refer to health curriculum) Marking Period Two Games, Weight Training, Fitnessgram Marking Period Three Weight Training, Aerobics, Games, Fitnessgram Marking Period Four Games, Aerobics, Fitnessgram

6 TOPIC: Games GOAL: To develop the necessary skills and the knowledge and understanding to successfully participate in the games listed below ESSENTIAL QUESTIONS: 1. How can I use my current knowledge of one game to successfully participate in all games? 2. What skills do I need to refine in order to play to the best of my ability? OBJECTIVES CONTENT STRATEGIES AND RESOURCES ASSESSMENT NJSLS The students will be able to: 1. Improve skills 2. Apply skills in a game situation 3. Independently understand and apply the rules 4. Build on skills and strategies learned last year 5. Understand the safety needs of the activity 6. Demonstrate good principles of sportsmanship 1. Basketball 2. Floor hockey 3. Flag football 4. Speedball 5. Soccer 6. Team Handball 7. Ultimate Frisbee 8. Badminton 9. Volleyball 10. Wiffleball 11. Kickball 12. Punchball 13. Softball Discussion Guided Discovery Demonstration Drills Lead-up games Games Tournament Teacher Observation Self-assessment Written Test Skills testing A B B B C A.1

7 TOPIC: Weight Training GOAL: To develop the ability to know and understand the benefits of a sound and effective strength and conditioning program ESSENTIAL QUESTIONS: 1. What are the most effective ways to improve your fitness levels through strength training? 2. What specific muscles are used while performing exercises during strength training? 3. What are the most effective ways to improve fitness levels and muscle strength? 4. What are the safety concerns involved in lifting weights? 5. What is the FITT principle? OBJECTIVES CONTENT STRATEGIES AND RESOURCES ASSESSMENT NJSLS The students will be able to: 1. Apply knowledge of the equipment and safety procedures 2. Demonstrate and apply knowledge of the human body and how it relates to weight training 3. Improve muscle strength and endurance through weight training activities 4. Demonstrate the ability to express the benefits of regular physical activity 5. Apply ability to perform various exercises with good form 1. Safety 2. Anatomy 3. Exercises for legs, back, upper body, abdominals Discussion Peer Coaching Guided Discovery Demonstration Stations and circuits Check lists Teacher Observation Written Test Log A A A A A A.5

8 TOPIC: Aerobics GOAL: To improve cardiovascular endurance and lower resting heart rate ESSENTIAL QUESTIONS: 1. How can you improve your cardiovascular endurance? 2. What exercises are considered cardiovascular? 3. What is the FITT principle? 4. How is your resting heart rate an indicator of your fitness level? OBJECTIVES CONTENT STRATEGIES AND RESOURCES ASSESSMENT NJSLS The students will be able to: 1. Apply knowledge of the human body and how it relates to aerobics 2. Apply techniques for improving cardiovascular endurance 3. Correlate fitness level with resting heart rate 4. Demonstrate ability to take their pulse 1. Step aerobics 2. Stations 3. Tae-Bo 4. Jogging 5. Body shaping 6. Dance Discussion Guided Discovery Demonstration Stations and circuits Heart rate record sheet Teacher Observation Written Test Log A A A A.4

9 TOPIC: Fitnessgram GOAL: To measure the physical fitness of each student ESSENTIAL QUESTIONS: 1. Why is it important to be physically fit? 2. What can we do to become physically fit? 3. What is each individual test checking for? Muscle strength? Endurance? Flexibility? OBJECTIVES CONTENT STRATEGIES AND RESOURCES ASSESSMENT NJSLS The students will be able to: 1. Assess their level of physical fitness 2. Analyze their flexibility, strength, and cardiovascular fitness 3. Demonstrate the ability to recognize what each test is assessing 1. Shoulder stretch 2. Sit and reach 3. Curl-ups 4. Push-ups 5. Pull-ups 6. Trunk lift 7. Pacer Demonstration Explanation Participation Score on test Visual assessment A A.4

10 Curriculum Guide Overview Content/Area Course: Physical Education/Health Grade Level: 11 Pacing Guide Unit 1 (Health) Wellness, Relationships, First Aid (MP 1) Unit 2 Invasion Game, Fitness, Fitnessgram (MP 2) Unit 3 Invasion Game, Fitness, Fitnessgram (MP 3) Unit 4 Net Game, Invasion Game, Fitness, Fitnessgram (MP 4) Instructional Materials 1. Project Adventure Equipment 2. Physical Education Equipment 3. Health Materials including Interactive Smartboard Suggested strategies for English as a Second Language (ESL) student Consultation with ESL staff Modify test, quizzes and notes as needed Suggested strategies for Special Education students Consultation with Special Education staff Follow strategies set forth in IEP s and 504 s

11 Inclusion of Interdisciplinary Connections Note: This will be denoted in the Curriculum guide by* Science Health, Fitness Math - Fitness History Health, Physical Activities Inclusion of 21 st century themes and skills Note: This will be denoted in the Curriculum guide by** Critical Thinking - Health, Game Strategies Career Planning Health, Guest Speakers